Transition planning is an important aspect in the success of physically challenged students especially after they live high school since they mostly experience incomplete success arising from the challenges they face. It is always important to note that parents can play a very important role in shaping the destiny of the child who may be disabled by working hand in hand with the school in the provision support and services that will help in achieving their success. Planning may include family fun, family health, life, attention to special needs, and disability support. Further support from parents may be done through their role by helping them understand their goals and ambitions for their life after high school this should be done earlier to facilitate smooth subsequent procedures. Transition services are the networked set of activities for a student with disability designed within a result oriented process aimed at promoting the life from school to post-school life (Flexer et al 2008).
The purpose of this project is to ensure that free and appropriate education is availed to physically challenged children that focuses on special attention and related services structured to meet their unique needs and provide a platform that facilitates advancement in education, employment and self-sufficient living.
The aim of this plan is to provide support to the youths with disabilities that will enable them make meaningful choices through the establishment of cooperation between them and the community. This process cannot be done by an individual but its success is rather dependent on the commitment and efforts of the student, parents, teachers and other individuals who may be involved in the process. This process usually begins when the child is at the minimum age of fourteen and should never be limited to the discussions at I.E.P meetings. It is important to note that a comprehensive plan must cover areas of the students’ live like; the place to live and work, chores to be done during the day, things that the student will do for fun, the degree of involvement required from the student from the community, and how they can be able to support themselves financially (Moy, 2000).
In addition, the plan must focus on finding of assisting the student to make wise decisions especially in the identification of potent areas in their lives. It should also include any health expenses to be covered and the available post-educational opportunities. At the age of twelve, parents are the people involved in the active role of trying to help the students understand themselves through provision of annual updates. During this period, participation of the children in assisting them to understand themselves is generally is done in a professional manner. As the child approaches the age of fourteen, this plan will shift its focus and concentrate on the development of long-term objectives on annual basis. Apart for inviting students to I.E.P meetings, the development of the goals will dwell on education, trainings, employment and sovereign living. Students are also made to write the goals in for themselves and this will indicate that they were involved in the formulation of their own goals. (Bakken & Obiakor, 2008).
Some of the goals that should necessarily be identified for the learner at age of thirteen and fourteen includes personal learning techniques, career interest and skills, and additional training requirements that would be needed. In addition to this, focus will be emphasized on teaching them on how to communicate their interest and preferences effectively. They should also learn about the disabilities in them and the needs they require by widening their community interactions and friendships and the development of life skills that will make their independent living comfortable. As the child approaches fifteen, various transitions are incorporated within the student with the sole aim of achieving a better education, professions, and community involvement. The parent in this case plays an important role in finding suitable updates on the available community organizations that offer transition-related services like vocational rehabilitation, independent living, counseling, and driving evaluations. Parents may not be the only people who strictly participate in this case since they can invite any friend (informally) who can help in the transition process. The person could either be a professional, a mentor or a counselor and by this time, the teenager should be learning how to live a solitary life as much as possible (Greene et al 2003).
The students’ needs, preferences, and interest are greatly reviewed at age sixteen and seventeen by making the necessary changes that will make them be involved more often on the community. This includes adjusting various components of the student including the annual goals and the expected outcomes after school. Necessary assessments are done on the student and this will valuably enable the student to understand the goals and may include helping them to obtain driving trainings and licenses. Alternative modes of transportation may need to be reviewed and the student will have to put into practice the strategies that are already put in place. Effort is also made to ensure that the student with disability can obtain a part-time job after getting an Identification Card and Birth Certificate. By doing this assessment, the students will be able to identify their strengths, weaknesses, likes and dislikes for their professional objective situations. In addition, adult services will be connected with the continual participation in recreational activities. At this stage, teachers play a great role in ensuring that the post-secondary education has the provision to the student of having other supplementary educational courses through the support of special education in the college. Various tools of assessments like PSAT and SAT are employed in this case to ascertain if the student is ready for the college (Bakken & Obiakor, 2008).
When the youth is between eighteen to twenty years, the services of all people are needed to ensure the success of the transition process. This stage is the one that prepares the student to live reasonably as an individual and adjustments have to be made on the services to ensure that they go in line with the prevailing plans for the future. The students for instance are connected to individuals who can provide valuable assistance or information and are made to realize that they are their own legal guardians endowed with each and every right that accompanies any adult. In addition, effort is made to ensure that the school provides legal writings to the student in together with a copy of I.E.P which explains how the disability they have affects their learning. By doing this, the students are made to understand themselves better and this facilitates their easy adaptation to the life that follows of living as an individual. Special consideration will be given to the young adults who may be having significant challenges. This may be done through the provision of total or partial guardianship that may be helpful in the handling of some or all of their affairs (Flexer et al 2008).
The student may also be registered as a voter in the local county office and this is aimed and at making them to understand that they are now adults. This stage also involves the identification of healthcare resources for the adults and other support groups by connecting them agencies who can ascertain the quality of the of services offered. The building of normal support through friends, co-workers, community and volunteer organizations should not cease at this stage and great effort is made that ensures the students, parents, and guardians get to understand the difference between entitlement and non-entitlement programs. It necessary to ensure that by the age of eighteen, the plan should ensure that the youths must be able to facilitate the own I.E.P and are the cornerstones of the transition planning. Effort must always be made to ensure that students understand their own short-term and long-term goals with the help of the people around them (Greene et al 2003).
The existence of culturally diverse families that encounter discrimination or insensitivity may be aggravated by disabilities of individuals especially in the educational system at the various grades. Transition planning is therefore an essential tool that can be used to bridge the gap in the society and this will ensure that individuals with any physical challenges are made ready to live with no problems. This is because their roles are important in community integration and social functioning because there are some roles that the talents of these people have and suits them. Achieving a transitional goal in most cases may be hostile to the background of the youth during implementation thus necessitating the interdependence of the family and the society to ensure its success (Moy, 2000). If this is coupled with self-advocacy skills by the youths on how to present the information about their disabilities, a successful transition process will be achieved.